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Southport College University Centre Access and Participation Statement

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Southport College University Centre Access and Participation Statement Southport College University Centre Access and Participation Statement 2020-2021 1 | P a g e College context and the key areas we are seeking to address Southport Technical College opened in 1935. This institution brought together a number of technical courses which had been offered throughout Southport since 1887. In 1938 Southport School of Arts and Crafts was founded. The two institutions were amalgamated in 1989 to form Southport College. In January 2018 Southport College merged with King George V College, a local sixth form college also based in Southport. Southport College offers a range of courses to students from Southport and the surrounding area. These courses include Diplomas, NVQs, BTECs, A Levels and Access courses. In addition, Southport College has a small, sustainable portfolio of higher education courses awarded by the University of Central Lancashire (UCLan), the University of Cumbria (UoC) and Pearson. Southport College is situated in a seaside town with a population of about 91,000 (2011, Census). It lies within the Metropolitan Borough of Sefton, which had a population of 275,400 in 2017. Sefton is a coastal borough. Sefton lies at the northern end of the Liverpool City Region. Sefton is one of five metropolitan districts within the Liverpool City Region. Sefton shares close economic, social, cultural and transport links with Liverpool City Region. Sefton also has important links to Preston and West Lancashire. Sefton adjoins the City of Liverpool to the south, the borough of Knowsley to the southeast, and the largely rural West Lancashire elsewhere. The local catchment area for the College includes part of West Lancashire. The indices of multiple deprivation, produced as a means of comparing measures of deprivation in different areas, rank Sefton as the 76th most deprived district out of 326 in England (Office of National Statistics, 2015). Higher Education is important for the local area as it provides a pathway into higher level study that would not otherwise be available to many students. Progression to higher level study in Sefton is significantly below national rates: according to the NOMIS report January to December 2019 33.9% of people of working age within Sefton are qualified to Level 4 or above compared with 36.1% in the North West and 40.3% in the Great Britain. The College has a dynamic HE strategy, one of the most significant objectives for HE states the following “to enhance the personal growth, confidence and employability of young people and adults by significantly expanding opportunities for university level study whilst maintaining high standards”. Directly related to the widening participation agenda, the College HE Portfolio has the potential to improve social mobility for the residents of Sefton and the outlying catchment areas. The College has maintained a modest and sustainable HE provision, including full-time, part-time students and higher apprentices. Degree programmes are aligned to Liverpool City Region LEP priorities including Health and Life Sciences, Digital and Creative and Financial and Professional. Clear pathways into HE are facilitated through Advanced Level and Access to HE programmes in related subject areas, delivered at the College and at its partner King George V College. 2 | P a g e Higher Education provision at the University Centre Southport College endeavours to be aspirational, inclusive and purposeful; reflecting the institutional vision of ‘supporting individual dreams and ambitions’ and mission ‘to provide excellent, sustainable, education and training.’ The College has an HE Strategy that provides an overarching strategic framework for quality assurance and continuous improvement. This is extended and enhanced through: the HE Learning and Teaching Strategy, the Student Engagement Strategy, the HE Quality Strategy and the Quality Development Plan. The Strategy sets out the College’s aims to widen access to higher education, to meet the needs of key local employment sectors, and to support the economic and social regeneration of the sub- region. In particular, it seeks to take full advantage of the opportunities afforded by the College’s dedicated University Centre, which opened in 2012 and was further developed in 2018. The Strategy aims to ensure that the planned growth of higher education provision is accompanied by an equal emphasis on maintaining high quality teaching, learning and support which enables students to achieve their full potential. It combines the distinctive advantages of locally delivered HE in a supportive FE College environment with the higher learning and research ethos of a University. As set out in the HE Learning and Teaching Strategy, the College operates in an increasingly competitive environment and our aim is to appeal particularly to those students who are attracted by the personalised support and guidance that is a unique element of the provision within a small University Centre. This means that learning and teaching needs to be highly differentiated, draw on a wide range of learning support strategies and achieve the level of intellectual stimulation and engagement that is expected within a higher education experience. The HE provision supports the wider institutional teaching and learning aims of Southport College in seeking: Excellent teaching and learning which actively engages students Supportive and aspirational teaching environments Self-evaluative approaches to the development of teaching and learning which impact on continuing improvement We seek to foster a culture of staff and students working together to shape the higher education provision and experience, with students having a clear role in decision-making and opportunities to develop and improve all aspects of the College’s HE curriculum and experience. Widening participation is embodied in the HE Strategy, which confirms the aim of providing a local offer of Higher Education, demonstrating a strong commitment to fair access, including the minimising of barriers for applicants and widening participation to HE within the local area. A review of access and outcomes data identifies the following: 3 | P a g e The College is successful in attracting mature learners and those with non-traditional qualifications and experiences The College is successful in securing good progression outcomes for the very large majority of HE learners who complete their studies Employer engagement was cited as an area of good practice by both the QAA and Matrix and continues to be a strength The ratio of learners from deprived areas continues to grow. Whilst outcomes for students are improving they remain an area for further improvement. Actions to improve retention include: further develop the resources available in the University Centre, creation of a student ambassador role, further development of the Academic Tuition programme following evaluation, improved IAG and validation of Foundation Degrees better suited to student progression. Access and Success The College has continued to attract a significant number of learners from deprived areas. In 2018/19, learners from deprived wards accounted for 34% of leavers and achievement for these learners was 89%, which is above the College overall rate. The proportion of mature learners remains high at 67%, with an achievement rate of 84%. Conversely, achievement for 18-20 year olds was lower, at 71%, and IAG and curriculum design for 18-20 year olds remain areas for improvement. Learners with learning disability account for 21% of the student population with achievement in 2018/19 at 86%. BME learners made up 6% of the learner cohort in 2018/19, in the context of 4% of the Sefton population as BME. Outcomes for males and females over a three-year period show there is no achievement gap . The College employers a dedicated Quality and Support Officer for higher education programmes. Students with a known learning difficulty or disability account for 22% of the current cohort and the achievement rate for these students is in line with that of students without a declared disability or difficulty. 4 | P a g e Progression In 2018, the DLHE survey found that 89% of the leavers progressed to employment or further study. As part of our HE strategy a key focus is to improve the numbers of students progressing to Level 6 and postgraduate study. Recruitment in 2019/20 saw a 20% increase in new learners benefiting from the focus on: enhanced resources in the study zone, a new social provision of an HE student specific kitchen facility and welfare support including free travel passes for eligible students Ambition and strategies The focus of the Southport College Higher Education Strategy promotes further the aim to widen access to higher education by taking into account the importance of meeting the needs of key local employment sectors, and to support the economic and social regeneration of the sub-region. In particular it seeks to take full advantage of the opportunities afforded by the establishment of the University Centre which opened in September 2012. The Centre is intended to provide a distinctive higher education experience and, at a cost of £1.6 million, demonstrates the College’s commitment to the development and enhancement of the HE experience for local people. Overall ambition As a College of FE with higher education provision, we are fully committed to widening participation. As set out in the strategic plan, our approach is underpinned by a number of basic principles: To enhance the personal growth, confidence and employability
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